November 2004 — Features
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The Paradox of Integrating Handheld Technology in Schools: Theory vs. Practice
After you have reflected on the previous questions, think and talk about how you and your staff see technology integration in relation to your school. These conversations are the perfect time to share the reality of what you understand about technology, what you personally want to learn about technology, and what you want your staff to learn. When opportunities arise for development and training, take the time to consider how beneficial it is for the people being trained. If the training is mandatory and will be part of the district’s expectations, then you need to be ready to participate at some level - your involvement is imperative in order to build credibility with your staff.
Another way to ensure that you and your staff are serious about embracing technology is to not only share the expectations you’ve decided on with your staff, but also to make certain that you include dialogues about these expectations in your teacher-evaluation process. Without that effort, there is no sense of accountability or assessment. And without this sense of accountability or assessment, your staff may wonder just how serious you are about embracing the vision you’ve constructed. Once we understand this web of accountability in terms of what we say, what we think and what we do, then we can really begin integrating technology in our schools.
References
Fasimpaur, K. 2002. “The Power of Handheld Computers in Education. Media and Methods 39: 16-18.
Norris, C., and E. Soloway. 2003. “The Viable Alternative: Handhelds.” School Administrator 60 (4): 26-28.
Pfeifer, R., and R. Robb. 2001. “Beaming Your School into the 21st Century.” Principal Leadership: Middle School Education 1 (9): 30-34.
Pownell, D., and G. Bailey. 2002. “Are You Ready for Handhelds: Using a Rubric for Handheld Planning and Implementation.” Learning and Leading with Technology 30 (2): 50-55.
Underwood, J., and G. Underwood, G., Eds. 1990. Computers and Learning: Helping Children Acquire Thinking Skills. Oxford: Blackwell.
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